a case in point of tablets use in a school in Lebanon

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LEBANESE AMERICAN UNIVERSITY

The Potential of Technology in Education: A Case in Point

of Tablets Use in a School in Lebanon

By

Farah Zain

A thesis

Submitted in partial fulfillment of the requirements

for the degree of Master of Business Administration

School of Business

May 2016

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This project would not have been possible without the support of many

people.

Many thanks to my advisor, Dr. Manal Yunis, who read my numerous

revisions and contributed various improvements to the final draft. Also

thanks to my committee members, Dr. Iman Osta, and Dr. Wissam

Al-Hussaini, who offered guidance and support.

A special thanks to my close friend Razan Shanouha who endured this long

process with me, and always offering support and help.

And finally, I am grateful for the continuous support and love of my parents

and numerous friends.

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Dedication Page

I dedicate this paper to my family who always taught me the importance of

education, who stood by me all the time and supported me no matter what

and most of all, because they believed in me. Thank you for always being

there.

I dedicate this paper to my school who raised me up since I was 3 years old,

who taught me a lot and finally believed in me and gave me the chance to

apply my research within.

Finally, I dedicate this paper to the supporting NGO. Without them, this

dream would not have come true.

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Acknowledgment

This project would not have been possible without the support of many

people.

Many thanks to my advisor, Dr. Manal Yunis, who read my numerous

revisions and contributed various improvements to the final draft. Also

thanks to my committee members, Dr. Iman Osta, and Dr. Wissam

Al-Hussaini, who offered guidance and support.

A special thanks to my close friend Razan Shanouha who endured this long

process with me, and always offering support and help.

And finally, I am grateful for the continuous support and love of my parents

and numerous friends.

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The Potential of Technology in Education: A Case in Point

of Tablets Use in a School in Lebanon

Farah Zain

Abstract

Nowadays, considering the great developments of technology in all aspects and its fast widespread among students in Lebanon, we can describe the new generation as smart. The new generation uses the information and communication technology (ICT) to a big extent. As students in Lebanon gain the chance to use the new technology more,

especially tablets (including iPads) for education purposes, their passion for attending classes and gaining knowledge might increase. Thus, there is a need to enhance today‟s teaching styles using new learning technologies. Therefore, integrating this kind of information technology (tablets) into the learning process among school students has become an important area to examine and explore. Nevertheless, the importance of this process is subject to debate amongst educators in the schools operating in Lebanon. While some support the idea of integration, opponents claim that tablets‟ costs outweigh their benefits. Questions such as: “Are our schools ready for the technology integration in classrooms?” and “will these technologies contribute to better learning performance?” need to be answered. This study aims at examining the integration of tablets in teaching English in a third grade class at a school operating in Lebanon. A quasi-experimental design was deployed to assess the impact of tablet use on the performance of students and to check whether this technology integration in teaching results in significant differences in the students‟ learning outcomes. A conceptual model was developed based on a theoretical framework combining the Gamification in education Theory (Pelling, 2011) and the Theoretical Extension of the Technology Acceptance Model (Venkatesh & Davis, 2000). Regression analysis was deployed, and results showed that teachers‟ perceived usefulness of tablets in classrooms is determined by the level of perceived school support and their perceived computer self-efficacy. Results also showed that students‟ satisfaction is influenced by the device characteristics as well as their perceived fun and engagement. The quasi-experiment revealed in general that the use of tablets may contribute to better performance among students in gaining the English language skills.

Keywords: Tablets, English Learning, Quasi Experiment, Device Usefulness, Fun and Engagement, TAM, Extended TAM, Gamification in Education

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List of Tables

Table 1 Benefits and challenges of using tablets in school ... 9

Table 2 Literature related to gamification ... 22

Table 3 Characteristics of Grade 3 Classes: Treatment & Control Groups ... 32

Table 4 Methods of data collection for the quasi experiment ... 35

Table 5 Items measured in teachers' survey ... 36

Table 6 In-class tasks done by the student ... 39

Table 7 Student Survey Factorial Analysis ... 41

Table 8 Independent T-Test Results ... 43

Table 9 Paired T-Test Results ... 43

Table 10 Parents views of using tablets in the classroom ... 45

Table 11 Age, teaching phase, field of teaching, and teaching experience of the participants. ... 47

Table 12 Teachers‟ level of confidence when using technology versus their opinion of the technology level at the school. ... 48

Table 13 Factorial Analysis for Teachers' Survey ... 49

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List of Figures

Figure 1 SAMR Model Customized for Tablets ... 8 Figure 2 Study Hypothesized Relationships ... 29 Figure 3 Students' Attitude in Class ... 40

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Chapter One : Introduction

Technology brought about successful transformations in industry, science, and business. The role it played manifested itself in reduced errors and hazards, better simulations and experimentations, and high levels of efficiency. The world is witnessing rapid development of information technology in different aspects of life. In a short period of time, things around that were there for a long time changed and were substituted by faster, more compact, and often more accessible ones. Of them we mention some: The mail has developed into an email, the book has turned into an e-book, and the mobile phone has become a multi-purpose smart device. In other words, information technology has created a new world of various technological advancements which became needs rather than wants.

As information technology changed our lifestyles, it has knocked the door of education too. In this area, however, the emphasis should be not only on innovation, in terms of hardware and software, but also on how technology would be integrated into instruction and how it would influence assessment (Sandholtz, Ringstaff, and Dwyer, 1997). Wenglinsky (1998) agrees that the introduction of technology into schools isn‟t just to equip the school with modern devices; however, it is to improve the student‟s academic performance and other educational results. Yet, since we are living in the era of technology, and kids are born almost technology-users, the challenge now is how to leverage this opportunity for education purposes.

As in other areas and sectors, the contribution of IT in education is evidently mediated by human, educational, and institutional factors. Based on this, this study emphasizes that in education, for information technology to contribute positively to the

Chapter One

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teaching and learning processes, factors like teachers‟ attitudes, students‟ attitudes, instruction method, and school policies should be taken into consideration.

But what is educational technology? “Educational technology involves the disciplined application of knowledge for the purpose of improving learning, instruction, and/or performance” (Spector, 2015). It is about using technological tools effectively in education. Nevertheless, studies examining the relationship between IT and education reported mixed results. While many researchers have shown positive correlation between technology and education (Ağır, 2015), others believe that there is no

agreement between educators and researchers on whether technology introduction into schools makes any obvious changes (Thiruchelvam, 2014). Still others reported results that both support and question the positive role that educational technology may play in the learning process (Vu, 2013).

Technology‟s integration into education is a remarkable fact all around the world (Wang & Reeves, 2004). Studying the use of technology in education has increased in importance because it is believed to improve the skills and capabilities of both

instructors and students (Saba, 2009). Ismael and Al-Badi (2014) believe that it enhances the instructor‟s teaching style and improves the student‟s educational experience.

As we have reached the 21st Century, the definition of a well technologically-equipped classroom has changed and the challenges continue to arise accordingly. Laser-pointers, calculators, overhead projectors, computers, LCD projectors, smart-boards and many other devices were used to enhance the learner‟s experience. However, ever since the introduction of handheld devices and iPads in 2010, schools started paving their way into integrating such devices into their programs. Each new technology, on its own, will offer the student a different learning experience. It is expected that tablets will not just replace the computers, but also books in classrooms (Vu, 2013). While they just don‟t replace printed materials (exercise sheets/copybooks), they support communication and increase the availability of teaching resources.

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3 1.1 Statement of Problem

Coughlan (2014) reported the results of a study conducted by Dr. Barbie Clarke of The Family, Kids and Youth research agency mentioning that 70% of the primary and secondary schools at the UK have been using tablet computers. Moreover, it states that 45% of the schools which haven‟t introduced the new technology to their curriculum are thinking of taking this initiative soon. Yet, the same study clarifies that until now, there is no obvious evidence of the academic improvement at these schools.

The same way, various countries in the Arabian Gulf including United Arab Emirates are switching towards electronic learning and mobile learning as a way to follow the trend of the latest technologies of the developed countries. Major drivers behind following such trend include the change in the learner‟s demographics, education transfer, and the technology advancements. Some institutions, as UAE University, distributed laptops, PCs, and tablets for students and made it obligatory to use them while they study (Ali, 2012).

Nevertheless, with all these attempts and the growing use of information technology in education, some reports state that unlike the business settings, the

communication industry, the accounting industry, and the music industry, schools have failed to experience improvement in student achievement as attributed to technology use (Norris & Soloway, 2012). Many developed countries have set the use of tablets as part their educational curriculum. The same way, some schools of the region started to design their own educational tablet way (Their Edu-Tab Way). Yet, there‟s a lack of research in this area in Lebanon. Cultures and environments differ, what works in other settings might not work here and vice-versa. With such reports about tablets use in schools, it is important to explore the perceptions of stakeholders about their usage in schools operating in Lebanon.

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4 1.2 Statement of Purpose

This research aims to identify the main drivers and challenges of using the tablets for educational purposes at schools in Lebanon. It studies the potential effects of such devices on teaching and learning at schools in Lebanon. In other words, the study will explore whether such technologies will allow teachers and educators to add value for the learner‟s experience. It will also develop a model for using such mobile devices in the country.

Based on the above, the main research questions of the study are as follows:

 What impact does tablet use have on students‟ performance?

 What are the teachers‟ perceptions of the drivers and challenges expected about the tablet‟s usage as an educational tool in Lebanon?

The following section will demonstrate an overview of the existing literature related to the research topic at hand. A description of the research methodologies follows to explain how to address the research objectives and answer the research questions.

1.3 Anticipated Contribution

This study will add value to the field of educational technology and related areas of study. First, it will investigate the usage of tablets in a school of Lebanon while recording day to day observations. This will allow us to evaluate the effectiveness of using such devices in a culture like the Lebanese one, especially because it considers three concerned perspectives (student, teacher, parents). Second, the study allows us to generate knowledge of perceived behaviors when introducing a new technology in general and tablets in specific to the field of education. This will facilitate improvement in the process of introducing tablets to school afterwards.

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Chapter Two: Literature Review

As educational institutions became more receptive towards involving high technologies into their curriculum, the education and learning market witnessed an extraordinary growth in its market. The markets products include: hardware, software, services and educational content. The technology revolution has transformed when new devices, such as tablets, became new entries to this world. Thus, the increase of the use of mobile devices in education along with the enhanced cooperation between hardware companies and educational content providers have led to the growth of “smart education and learning market”. MarketsandMarkets (2015) expect this market to rise from

“$105.23 Billion in 2015 to $446.85 Billion by 2020 at a Compound Annual Growth Rate (CAGR) of 24.4% during the forecast period.” In addition, Teens‟ and Tweens Technology Usage (UK) stated in its July 2015 report that three quarters of teens and tweens have their own tablet devices (Mintel, 2015).

This growing market attracted researchers to investigate the technology adoption by schools, the factors influencing its use, and its impact on the learners‟ performance.

2.1 Overview on Educational Technology

Many have thought of definitions for educational technology. Mohseni (2014) explained that educational technology is the use of several developed technological tools in education, aiming to improve and enhance the process of teaching and learning. Similarly, Laliberte (2010) defined it as: a tool that increases performance levels while allowing the use of innovative approaches with regard to teaching and learning” (p. 53). However, many researchers explained that implementing educational technology

doesn‟t always generate positive results as expected. Cravey (2008) believes that

Chapter Two

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implementing educational technology shows mixed results. He explains that this could be due to several factors including different ways of integrating technology and the subject and the level of the class.

Mohseni (2014) explained various benefits of educational technology. They include: enhancing student learning, increasing student engagement and participation, making the process of learning more fun and enjoyable, increasing student motivation, making the course and course material more manageable and accessible, providing differentiated instruction, and learning new technologies (Mohseni, 2014).

2.2 Tablets as a new Educational Technology

When tablet devices were first launched, people thought it was a new type of laptops. However, The NMC Horizon Report (Higher Education Edition) considered tablet devices a totally new technology and not just a new type of a light laptop

(Johnson, Adams Becker, Cummins, Estrada, Freeman, and Ludgate, 2013). Steve Jobs, the co-founder of Apple, described the iPad during its launch as a “third category

device”. He clarified that it was created in between the smartphone and the laptop (BBC News, 2010). Henderson and Yeow (2012) agree that the iPad is first of a kind. It is not a netbook, neither a tablet PC nor a smartphone. Yet, it has common features of all of them.

Back when the Apple Company launched the iPad tablet, the education

community started raising questions about its application such as “Does it belong in the classroom? Will it change education? Are we ready to use it?” (Frey, Fisher, &

Gonzalez, 2013). Manuguerra and Petocz (2011) believed that such new technologies are capable of transforming the way teaching and learning are implemented. This

technology can greatly generate “constructivist and collaborative approaches to learning, and flexible and adaptive approaches to teaching”.

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Murray and Olcese (n.d.) mentioned that iPads could be considered as a technology for learning in K-12 settings if we follow Means‟ (1994) four educational technology categories: tutor, communicate, explore, and tool. Means (1994) explains that “technology is used as a tutor when it does the teaching directly, typically in a lec-ture-like or workbook-like manner” (p. 9). On the other hand, some technologies are utilized for communication purposes as “programs and devices that allow students and teachers to send and receive messages and other information through networks or other technologies” (p. 10). Technology is used to explore when learners can formulate decisions from the information they gain and access. Finally, technologies are

considered tools when they “are not designed explicitly for school use but can be put to educational purposes” (p. 10). In this paper, the tablet will be considered a tool to enhance the four categories mentioned by Means (1994).

2.3 SAMR Model

While Means (1994) discussed four educational technology forms, Puentedura (2009) developed a model called SAMR; substitution, augmentation, modification, and redefinition. This model works on transforming learning with technology. It works on two main levels: a higher one that aims, through modification and redefinition, at transforming the student‟s learning practices, and a basic one that aims at enhancing the student‟s learning practices through substitution and augmentation. Figure 1 shows how tablets can be a tool operating using the SAMR model.

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Figure 1 SAMR Model Customized for Tablets

2.4 Factors Influencing Perception about Tablet Use in Education

When tablets were introduced, some thought that they will replace the use of other devices and thus refused this invention. Aiyegbayo (2014), for instance, believes that the tablet was never created to replace other devices. He discusses that some instructors found the use of devices other than tablets better to fulfill certain academic jobs as long typing. However, Frey et al. (2013) agree that without reasonable planning, the tablet innovation is “just another activity”, meaning that when using tablets for learning purposes, the students feel engaged, yet, “learning is left to chance”.

Churchill, Fox, and King (2012) assure that the degree to which tablets will be part of education is highly influenced by the “teachers‟ perceptions” of what this

technology will provide. They argue that the device characteristics and benefits go along separately from the teachers‟ models of how such devices can be used in their teaching experience. Even though many researches have proved that students feel more motivated and enthusiastic to learn, Churchill et al. (2012) believe that there is no enough

Substitution Tablet operates as a direct substitute tool

with no functional change

Augmentation Tablet operates as a direct substitute tool

with functional change

Modifictaion Tablet operates as a

tool to significantly redesign the exercise

Redefinition Tablets permit the

creation of new exercises, previously

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indication that tablets influence the learning experience. They raise the issue that studying and predicting the tablets impacts on learning must be discussed with teachers in the first place. Table 1 summarizes the benefits and challenges mentioned by the literature.

Benefits Challenges

Improving Engagement and Communication Social issues Enhancing Enthusiasm and Excitement Parents Concerns

Device characteristics Resistance

Allowing Personalization and Independent learning School Readiness

Environment Friendly Lebanese Infrastructure

Easier Assessment Health Factors

Class Management Digital Nativity No Better Grades

Table 1 Benefits and challenges of using tablets in school

2.5 Benefits of using tablets

Literature discussed various benefits of educational technology in general and the use of tablets in education in specific. The benefits of using tablets in schools for educational purposes include:

2.5.1 Improving Engagement and Communication

The tablets technology improved communication in two ways: parents with the school and teachers with students. With this technology, parents not only check their child‟s work at school; they are also able to check all resources and e-books provided for lesson explanation. In a research done in Scotland, Burden, Hopkins, Male, Martin, and Trala, et al. (2012) reported that parents felt more engaged with the school when their kid‟s iPad interchanged between home and school. Also, the parents felt that their kids established more “motivation, interest and engagement with learning” when the

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iPads went to school. The school did a pilot study where 80% of the parents agreed that the project was valuable. They clarified that the study “significantly changed their child‟s enjoyment of and attitude towards school” (p. 10).

Clarke and Svanaes (2012) stated three important roles for parents when initiating the tablets program at a school. These included, engage parents in the establishment phase, arrange training and provide all information related, and decrease parents‟ concerns around security and safeness. This will help in sustaining the parental engagement and support for the new program. Also, it will increase their satisfaction with the school.

Using the tablets smart applications, emails and direct messaging are sent easily. This helps the teacher receive direct feedback of the students‟ work and therefore keep the students engaged. In addition, with these devices, students can perform one-to-one interactive activities which can be monitored by the teacher directly using certain applications. In this way, a developed communication is established and an opportunity for continual assessment is granted (Shuler Winters et al. 2013). One-to-one interactive activities include filling “surveys, quizzes or web-based science and mathematical simulations”. Gaining knowledge in such a way is believed to be more enjoyable and easier for students to understand (Ali, 2012). In the same way, West (2013) discusses that continuous digital feedback from the teacher grant the students chances to elevate their learning process and hence achieve greater learner‟s autonomy.

2.5.2 Enhancing Enthusiasm and Excitement

As technology plays a big part of our lives, schools are making an effort to use it in order to deliver a super learning experience for students (Agostini, Di Biase, & M. Loregian, 2010). Morgan (2014) believes that when educators make use of the technological skills the students have and when they direct them to fulfill their work using the latest technologies (ex: tablets), excitement will be sensed often all over the classroom.

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Manuguerra & Petocz (2011) believe that the iPad is now a tool used to “engage, inspire and motivate” the educators through its communication means and developed presentation tools. They agree that this device modified the pedagogical approach by simplifying the student‟s learning experience but making it deeper.

2.5.3 Device characteristics

What features of the tablets invention make them so demanded in the educational field? Other than being practical and light-weighted, Henderson and Yeow (2012) discusses that the “iPad‟s large multi-touch screen, sleek profile and the ability to easily download and purchase a huge variety of educational applications make it attractive to educators”. On the other hand, since fingers are a natural mode of input and are

considered the most common way to use the tablets, students are more enthusiastic to learn through them. It has intuitive interactive characteristics and it has made online learning more feasible with its wireless internet connectivity (Frey et al., 2013). Hence, because of these device characteristics, students will eventually stay excited while learning for a longer period of time (Agostini et al., 2010).

Teachers use tablets to collect, bring together and distribute content. They like using tablets for various reasons: the small price in comparison to a laptop, practicality, interactive characteristics, mobility, and the large collection of available applications. They believe that the tablet promises a transformational change as a teaching and a learning tool (Frey et al., 2013). Add to that is the student‟s ability to access the content and information quickly and easily and to collaborate with each other (Henderson & Yeow, 2012).

The popularity of mobile devices in education is due to its increased

functionality and affordability. But, while having a deeper look at the tablets in specific, they have a better performance compared to other mobile devices, smartphones for example. The tablets have larger screens, grander batteries, processing powers, a

growing collection of interactive applications, and the ability to record audio and video. At the same time, the tablets prices are decreasing while they are available to schools at lower costs (Clarke & Svanaes, 2014).

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Hardware parts are not the only remarkable features of the tablet. The

application varieties found in the iTunes store or the Google play store encourages the learner or the teacher to dig in finding the suitable app. There is an app for everything. Khaddage, Lattemann, and Bray (2011) explain that many applications have facilitated the learning process. There are apps used as tools for “Collaboration” helping in sharing files and folders. There are apps for “Coordination” helping in informing students about homework dues, rules and organization. There are apps for “Communication” to aid in discussion, sharing between students, and synchronous and asynchronous

communication.

In addition to all the previous benefits, tablets somehow allowed for the replacement of most textbooks especially heavy ones. Ali (2012) states that many students can‟t afford to buy original textbooks. In addition, regular books are really weighty. A normal student carries 8 to 10 books in addition to copybooks in one bag. In some cases, textbooks can‟t be reused by others because some students write notes or referencing which cannot be removed or edited. With the use of tablets, e-books could be downloaded easily and used in the classrooms or at home.

Whether it is an iPad by Apple, Galaxy Tab by Samsung, ThinkPad by Lenovo, Chromebook by Google, or an Intel Education Tablet by Intel, large companies have been designing the best suitable device for educational purposes. The market is in tight competition which makes parents and school administrators in concern of what device is best for their students. Graham Long, the Vice President of Business Enterprise Team-Samsung UK and Ireland, says on the release of Galaxy Tab 4 Education: “Team-Samsung has always strived to provide the best technology and solutions that meet the needs of our users. We are really excited to launch the Tab 4 Education, which combines product innovation with our understanding of the education sector‟s needs” (Allan, 2015).

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13 2.5.4 Allowing Personalization and Independent learning

World Innovation Summit for Education (WISE), an initiative of the Qatar Foundation started a survey in 2014 under the title of “School in 2030”. The results reported that 83% of experts surveyed believed that “curricula will become more individualized to suit each student‟s needs, while learning as a process will become more collaborative”. Meanwhile, the new technological environments transformed the traditional learning. They didn‟t just increase engagement and enthusiasm, however, they also offered individualization, and they increased the chance for “collaboration and peer learning”. This computing environment offered learning for all students (van‟t Hooft, 2008).

Mobile devices provide a chance for individuality, a “unique scaffolding that can be customized to the individual‟s path of investigation” (Peters, 2009). Shuler et al. (2013), in a research work published by UNESCO, reported that mobile technologies offer personalization characteristics which permit students of different abilities and of various cycles to learn and progress at their own steps. The paper also forecasts that in the next fifteen years, this “authentic and personalized learning” will continue to flourish with the help of the technological trend. In addition, it will also assist in “learning to learn” talents in young students (Sha, Looi, & Chen, & Zhang (2012);

Kearney, Schuck, Burden, & Aubusson (2012); Wong (2012)).

The mobile technology can help students, under the direction of skilled teachers, discover the world around them and create personal solutions to their difficult problems while cooperating with their mates (Shuler et al., 2013). Wong (2012) explains that, with the use of mobile technologies, the students are able to customize their own studying means regarding: when, where and how they believe they will learn the best. Hence, education becomes progressively self-directed.

2.5.5 Easier Assessment

One of the most-time consuming tasks for a teacher is correction time. Using tablets, the teacher is able to create offline/online quizzes. For example, Abu Dhabi

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International Private School initiated a web-based platform for students and teachers. With it, they can create online quizzes which used to be done in computer labs. This initiative saved a lot of time for the teacher because quizzes are graded automatically, and thus decreased the burden on the computer labs. It also eliminated the time for students to go to computer labs and return (Ali, 2012).

When the school has an online portal with parents, the grades can be sent

automatically for them if the teacher permits. Grades‟ total average can be computed and the parents can view them. Automatic assessment can include multiple choice questions, true/false questions, dictation, drag and drop questions and static values. Some applications on tablets can assist the teacher in showing plagiarism and grammatical and spelling mistakes.

2.5.6 Environment Friendly

The world is currently witnessing a “going green” phenomenon. Lots of paper usage can be reduced when using e-papers. We mentioned earlier that tablets eased the way for e-books trend to flourish. Other than e-books, papers include worksheets, quizzes, emails, and parents‟ notices. Therefore, implementing such technology reduces the paper usage, and thus maintain a greener environment (Ali, 2012).

2.6 Challenges of Using Tablets

While the benefits are many, adopting and using tablets in classrooms may be faced by many challenges, including social, environmental, and health factors, for example. Following are several challenges discussed in the literature.

2.6.1 Social issues

Thiruchelvam (2014) believes that a major academic challenge is the kid‟s obvious distraction and the social isolation. 47.3% of parents believed that tablets were social isolating. This led to the rise of a new phenomenon: multitasking. The student will be engaged with his device during class time (Sana, Weston, & Cepeda, 2012).

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Nowadays, parents admit they use tablets to keep their children silent (Carey, 2015). Parents download games for their kids on their tablets as to engage them with fun

games. So, kids perceive this device as their “fun” device. Meanwhile, when introducing this device to schools, teachers will have to spend time teaching kids that this powerful device could be used to fulfil some other beneficial tasks, education in specific. Students must know that this device can help them understand their studies using educational apps or have fun through games or even do both simultaneously using educational interactive games.

2.6.2 Parents‟ Concerns

Parents‟ support when starting a new program at a school is a major key for the success of the program. Yet, one of the important challenges which any school should consider when starting the tablets program is answering parents‟ concerns. Karsenti and Fievez (2013) argues that although the new program‟s benefits are more than its

challenges, however, setting parents straight with it is critical so that they can help solving issues when they arise. The school should raise questions: What‟s the parent‟s reaction? Are they convinced that the tablets‟ program will enhance their kid‟s learning? And lastly will they be supportive?

Clarke and Svanaes (2012) listed several concerns which include: costs, security, and children “never switching off”. Costs included the tablet‟s price, maintenance, e-books and applications. Schools most probably will develop their own app and include everything related in one directory: e-books, games, files needed, and so on. Developing an app costs a lot and parents will definitely participate.

Nowadays, children are over engaged with the world of digital technology. Thus, parents are worried that after the tablet becomes a part of the kids‟ education too, they will never switch it off (Clarke & Svanaes, 2012).

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In addition, BBC Active (n.d.) reported parents concerned about tablets replacing exercising book thereby kids losing their handwriting skills. Anne Laure says, “The iPad is an extra, it does not replace printed materials. The teachers are not ready to let go of the traditional style of teaching. We have welcomed the iPads in so much as they help communication and widen the resources available but we are not ready to let go of paper yet. The children themselves still value their exercise books and rely on them for

revision.” On that issue, Karsenti and Fievez (2013) assured that the tablets are not yet a perfect tool to learn how to write. So, different learning activities must be done to backup this issue.

On the other side, although parents seem to be concerned a lot, but in fact, a study was made by Mintel (2013) which reported that 50% of UK households allow their kids to use the tablets with or without supervision. Out of these 50%, 70% assured that the tablet is used for “educational purposes, and not just entertainment”. Thus, we can conclude that parents are kind of supportive of using the tablets as an educational tool.

2.6.3 Resistance

The term resistant could describe teachers who don‟t want to integrate the new technology into their classrooms in general. Recently, many new technologies that serve education better are being available at schools. Yet, some teachers go against integrating technology in their teaching process (Howard, 2013).

2.6.4 School Readiness

A school can‟t simply initiate a new transitional program as the tablets without introducing the program to the staff, training them and preparing them for the expected outcomes. On the technical level, training the teachers must include answering the following questions: How to use this device? What opportunities does this device offer? What problems might they face when using it?

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Training teachers shouldn‟t be on the technical aspects only; the school must set a pedagogical training for all its academics. Since the two fields of education and

technology are wide: Morrison, Leah, Harvey and Masters (2014) argued that everyone at their school, even the experienced IT team, needed a serious “How to implement the iPads program as pedagogical tools” guidance. Pedagogical aspects include: “class management and subject teaching methods”. Moreover, resources must be available for teachers prior to starting the project. After training, a specific time must be assigned for teachers to try out the new learning practices. This can be preferably done in teams (Karsenti & Fievez, 2013). We must note that the device‟s original language is English. Ali (2012) highlights the importance of dedicating more time when training teachers who don‟t know the English language.

For the tablets project to succeed, the school‟s hardware and software readiness must be fulfilled. This includes preparing the technological infrastructure by

implementing a “reliable, sustainable and expandable wireless network” (Ali, 2012). Adding to that, the school must be supplied with all-time electricity, LCD projectors, and electricity plugs. As for the software readiness, the school must provide reliable application(s) put under several trainings.

No matter what the level of the teachers and students is, as long as they are working with unsuitable hardware and software, one should predict that new

technologies will not produce high level of good practices as promised. Teachers will eventually find their way out claiming that it is not worth the effort (Ismael & Al-Badi, 2014).

Another important technical challenge that the school must take into

consideration is hiring a dedicated technology team (Ali, 2012). The team must be ready to answer help calls (during class times), provide maintenance for hardware and

software issues, and assist teachers in finding adequate and up-to-date resources continuously.

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18 2.6.5 Lebanese Infrastructure

What if major challenges against technological growth in education lay in the Lebanese country itself? All technological advancements require electrical supply all time. Yet, Lebanon has been suffering from electrical shut downs since its civil war (1975-1990). Lebanese people have been suffering for four decades from electrical outages and the problem has not yet been solved due to various obstacles and political situations. The energy minister of Lebanon warned: “No quick fix for Lebanon power cuts” (The Daily Star, August 2015). Westall (October, 2015) argues that due electricity cuts, homes and business rely on more expensive, de-regulated, diesel-run electric generators. She reports that the gross national income of the household is about $9800, out of which $1300 is spent on electricity. The article disappointedly reports that in five or six years, the average of electric supply per day will decrease from 16 or 18 hours a day to 12 hours a day.

On the other hand, MTV (2015) reports during its prime time news that Lebanon suffers from a slow internet, and the solutions are absent. Lebanon‟s internet service was ranked 175 among 192 countries. The internet is not transmitted yet through fiber optics and the current internet infrastructure (copper lines) is old causing a bad internet

transmission to homes and businesses.

These two facts sadly leave us questioning about Lebanon‟s development in general, and education in particular. In order to solve these issues, a school must prepare electric generators. Moreover, the teacher must not rely on applications that require internet. Also, the technical team must find solutions to create an offline environment for the learning process.

2.6.6 Health Factors

Many researchers and parents agreed that tablets save the back a lot of weight. Yet, they neglected the “iPad shoulder”, “tech-neck” and the “itchy eyes”. The Chartered

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Society of Physiotherapy (Morris, 2012) reports: “when you are using a tablet, your neck is pointing sharply down, so your joints are getting stiff and your nerves are

possibly overworking”. Repacholi (2001) adds that overusing handheld devices result in headaches, sleep disturbances and nausea. So, the school must manage effectively the time spent on the tablet, not per session but per day in coordination with the parents.

2.6.7 Class Management

When starting the program, there comes a time when the student must learn that the tablet in his/her hand is not used for fun purposes only. With the school instructions and help, the student must start accepting the idea that this device can enhance his/her

learning. But, with a device that has an application store, games, a camera and a wireless connection, students may get distracted during the class. Student might misuse the device leading to unsuitable actions. Karsenti and Fievez (2013) argue that there are no “foolproof classroom management strategies” for the use of tablets in the classroom. To avoid this in the UAE, the school offered a classroom management system where by the teacher can take control of the students‟ tablets. He/she can make sure that everyone is doing what he/she is supposed to do (Ali, 2012). Adding to that, using tablets, the teacher can move around and teach easily. With that, she can monitor the students‟ work and continuously grab their attention with her movement. And in times where the tablet is not being used, it should be kept aside under the teacher‟s supervision.

2.6.8 Digital Nativity

“Digital Native” is a term first used by Marc Prensky (2001). Today, it is used to describe the new generation. They live in technology-saturated environment (Morgan, 2014). Thus, they are more technically experienced and skillful of the latest devices than older people, teachers in specific. In this case, the teacher must not feel offended.

However, a smart teacher must leverage this opportunity thereby enriching the cooperating quality in the students and learning from them the most.

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Although tablets grab the students‟ attention, motivates them, encourages them, yet many researches have discussed that the program did not reveal better performance in exams and better grades. Kinash, Brand, Mathew and Kordyban, (2011) highlighted that an Australian investigation reported that students were confident and optimistic, but most of them did witness an improved learning. Jalali Trottier, Tremblay, and Hincke (2011) stated that students at a Canadian University did a multiple choice exam on their iPads. While the student loved the idea and papers were saved, they felt more stressed; they had worries about unreliable internet or incorrectly recording their answers. Moreover, the founder of the Center for Highly Interactive Classrooms, Curricula, & Computing in Education and a professor at the University of Michigan, Elliot Soloway, says: “Technology has benefited retail, entertainment, research, and other industries because those areas redesigned themselves to take advantage of the technology but bolting technology onto an existing curriculum will not lead to increased stud ent achievement” (Tynan-Wood, n.d.).

2.7 Using Tablets in the English Classroom

Considering English as a main subject taught currently as a foreign language in schools of Lebanon, we can mention the basic English skills at which the schools assess students: Reading, Spelling, Grammar, Listening and Speaking. Several researchers have stated using the tablets in the English language sessions. For example, when the tablets were introduced to senior classes, students agreed that their devices were beneficial as e-readers and ad a tool to access the information which the instructor was lecturing about (Geist, 2011). Also, McKenna (2012) mentioned that when grade 1 students used the tablets for about 3 months, their average reading fluency enhanced significantly. She also reports that their improvement rate was normal to that period of time. In addition, Miller (2012) mentioned that a senior lecturer in English courses used the tablets with students to motivate their self-assessment and self-confidence while learning the language.

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2.8 Theoretical Framework and Conceptual Model

This paper is based on three main theoretical frameworks: Technology

Acceptance Model -TAM (Davis, 1989), the extended TAM (Venkatesh & Davis, 2000) and the Gamification in Education framework (Pelling, 2011).

In studying users‟ acceptance, adoption, and use of technology, TAM has been cited as a reference model in the literature. According to this model, people will accept and use a new technology if they perceive it “useful” and “easy to use”. To start with, perceived usefulness (PU) is the degree to which a person anticipates that the new technology will produce better results (Davis, 1989). According to Davis (1989), „Useful‟ refers to "the degree to which a person believes that using a particular system would enhance his or her job performance” (p. 320). As for perceived ease of use (PEoU), it is the perception or "the degree to which a person believes that using a particular system would be free of effort." (Davis, 1989, p. 320).

While TAM is viewed as the most commonly used model in the Information Systems research area (Lee, Kozar, & Larsen, 2003), it was criticized for not including other factors that may influence PU and PEoU (Benbasat & Barki, 2007). Based on this, an extended TAM model was suggested (Venkatesh & Davis, 2008). The extended TAM is based on the original TAM along with factors suggested by other researchers. In fact, many scholars have proposed various extended TAMs with additional factors like performance expectancy, social norms, effort expectancy, voluntariness, and image.

As for gamification in education, the term was first thought up by Pelling in 2002 (Pelling, 2011), and was highly related to educational technology. According to this model, educational technology can enhance students‟ performance through

perceived fun, engagement, immediate feedback, progress indication, and user control. Previous research discussed gamification and showed the impact it has on performance. Table 1 shows a summary of this research.

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Table 2 Literature related to gamification

Author & Year Performance Measure Used Impact of Gamification on Performance

Sandusky (2015) Marks - The learners‟ intrinsic motivation drove them mostly to participate in gamification

- The game mechanics used in the gamification environment lead some learners to changing their intrinsic motivation to extrinsic motivation Cheong, Cheong,

and Filippou (2013)

Questionnaire measuring learning, engagement, student experience, and enjoyment using Likert Scale

- Gamification can have a positive outcome on learning: Most

participants believed that the gamified learning environment enhanced their learning.

- The activity engaged the participants and enjoyment was somehow sensed.

- Engagement and enjoyment effects were not pronounced as the effects of learning. Yet, both are significant.

Denny (2013) Data was collected from the students‟ real use of PeerWise tool in a large

undergraduate course using a survey

encompassing their perceptions of the badge system

- The use of badges resulted in encouraging effects. This lead to

increasing both the number of different days where students were active and the number of answers admitted.

Domínguez, Saenz-Navarrete, De-Marcos, Fernández-Sanz, Pagés, and Martínez-Herráiz, (2012)

- Gamified educative experience - Academic results

- Gamification in e-learning environments has the ability to enhance student motivation, yet it‟s not redundant to have this effect. Big efforts are needed to design and implement the experience for it to be fully encouraging.

- Emotional and social effects could be resulted from gamification activities such as reward systems and competitive social instruments. - Within an online educative environment, reward systems create an

innovative, fun and motivating way to show progress.

- Leaderboards also generates motivation since students are able to see their work openly, and because they are able match their progress with other colleagues.

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23 Fitz-Walter,

Zachary, Tjondronegoro, Dian W., & Wyeth, Peta (2011)

- Students were asked to fill a

questionnaire on the completion of the game. The questionnaire was composed of 5-point Likert scaled questions and various open-ended questions with five components; “Participant Information, Orientation Application Usage and Feedback, Game Aspects and Achievement System Feedback, Improvements and Future Uses and Additional Comments and Notes”.

- Using achievements to encourage use: some contestants only used the check-in option because it had game attributes linked to it.

- Usability vs. Enjoyment: For achievements depending on numerical input to progress, participants enjoyed less since some simply answered using trial and error and challenge was minimal.

- Participants mostly favored game activities that needed some kind of contextual input (location, time, event) to finish more than those requiring answering a question.

Dong, Dontcheva, Joseph, Karahalios, Newman, and Ackerman (2012)

- A discussion about the learning effects, involvement with Jigsaw, and user interface developments.

- Participants found the game to be an effective learning environment that can add to the demonstration-based tutorials

- Challenge levels and the implemented hints were both significant and useful in founding a responsive environment for participants to engage in “discovery-based learning”.

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2.8.1 Perceived Usefulness (PU) and Perceived Ease of Use (PEoU)

According to TAM, if a user perceives a new technology as useful and easy to use, then his/her intention to use the technology would increase. Consequently, educational technology that has high PU and PEoU is more likely to generate positive perceptions and intentions to use it to reach better performance.

In an elementary class educational setting, where the school administration is considering the adoption and use of tablets, we suggest that the perceived ease of use and perceived usefulness may affect the level of support that teachers offer to students while using this technology. We also suggest that PU and PEoU may influence the students‟ motivation to learn.

In this study, however, emphasis would mainly be on perceived usefulness and the factors that may influence them. Further, only teachers‟ perceived usefulness of tablets in education will be considered since it may be difficult to assess these perceptions among third graders.

2.8.2 Support

Garakani (2015) found that a success component in blended learning

implementation and success is the learning support provided by teachers in the form of feedback given to students and in monitoring their learning processes (Garakani, 2015). To provide this support, teachers need to have ICT literacy as well as pedagogy

knowledge (Yadollahi, 2015). Earlier, Amiri (2000) found that language teachers‟ knowledge of information technology enables them to get involved in the computer-based material design and development. The author recommended that proper ICT training be given to language teachers so that they can better integrate educational technologies in their teaching practices and accordingly provide the support needed by the learners. Based on this, we suggest that the support provided to teachers by their school in the form of training and information technology literacy can allow teachers to better understand and appreciate the value that information technology may add to the

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quality of instruction and learning. With this in mind, the following hypothesis could be stated:

H1: School support to teachers is positively related to their perceived usefulness of tablets in the classroom.

2.8.3 Perceived Computer Self-Efficacy

Researchers reported an association between previous encounters with technology and the willingness to use or continue using a certain system (Naarmala, 2009). This is expected to build self-efficacy. Bandura (1982) considered self-efficacy as an intrinsic motivation rather than an extrinsic motivation, where successful behavior is rewarded with valued outcomes. Venkatesh, Brown, Maruping, and Bala (2008) believe that regarding the instructional methods, using educational technologies can provide supportive tools that will familiarize instructors who are not ICT users with ICT, thus enhancing their confidence in integrating technology in the classroom.

At the student level, previous research established a positive relationship between familiarity with technology, self-efficacy, and motivation to learn. In a study examining the impact of technology integration into social studies classes, the author found that students had confidence in their ability to do the task due to their familiarity with the technology (Heafner, 2004). The technology improved the motivation of students to learn the course material through providing them with enjoyment and supporting their creativity. In this study, only the teachers‟ perceived computer self-efficacy is included. Based on this, the following hypothesis was set:

H2: Teachers’ self-efficacy is positively related to their perceived usefulness of tablets in the classroom.

2.8.4 Resistance to Technology Adoption

Almost all employers want their companies to be innovative, embracing the latest efficient technologies. While employees also demand what is best for their work too. Yet, in every organization, when it comes to introducing a new technology, many employees become reluctant into accepting it and at sometimes, refuse to learn how to

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use it. Of course, organizations‟ leaders must face the resistance to technical change, and not just ignore it. To define it, resistance is a behavioral act to demonstrate an opposition to the organization‟s management (Mumby, 2005) whereby it is considered a major cause to the failure of a scheduled change (Foote, 2001; Kotter & Schlesinger, 1979). Likewise, Zimmerman (2006) mentions that the success of any new initiative in a school is highly dependent on teachers. Thus, the school principals and change managers must expect facing such resistance. Of course not all teachers will show resistance, there are levels of either “technological aversion” or “technological affinity” among them (Kahveci, Sahin, & Genc, 2011). Reasons behind resistance to change vary. Greenberg & Baron (2000) mentioned few, including: (a) the failure to identify the need for change; (b) changing the habit, instead of improving their current skills and strategies and developing new ones, some teachers believe that it is easier to stick to their current successful ones. Mumtaz (2000) describes them as happy with their familiar and established teaching styles. Moreover, Laliberte (2010) states that even if teachers decided to use technology, they will use it “in ways that are consistent with their current teaching practices” (p. 10); (c) the school‟s previous failure of technology integration efforts has led into generating teachers who are extremely cautious of accepting new attempts; and (d) the fear of the unknown. As most teachers are highly confident of their current teaching styles, many might feel a sense of insecurity when it comes to trying new things (Fullan, 2003). In the situation of technology integration in schools, the advantage is evaluated in accordance to whether students learning has enhanced

(Howard, 2013). In addition, as the potential advantages of a new technology integration to the students‟ learning is still developing and not so clear, this made teachers feel that they might be risking their students‟ achievement and their teaching time (Zhao & Frank, 2003). Add to that, Goleman, Boyatzis, and McKee (2002) agree that the school‟s environment plays a major role in encouraging new technological practices. When teachers feel the environment is “unsafe”, they might act defensively, stick to their old habits and refuse to accept embracing new technological initiatives. This is a crucial case especially when teachers know that the school will not provide suitable support or sufficient training for them. Based on the above discussion, the following hypothesis could be put:

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H3: Teachers’ resistance to change is negatively related to their perceived usefulness of tablets in the classroom.

2.8.5 Device Characteristics

The gamification factor in using educational technology in the classroom help students derive a range of benefits, including enjoyment (perceived fun), engagement, immediate feedback, progress indication, and user control (Pelling, 2011) to get the enjoyment they seek in a game and at the same time gain the knowledge and improve their learning process. Going back to TAM, PU is considered extrinsic motivation, while perceived enjoyment and fun are considered intrinsic motivation. Davis, Bagozzi and Warshaw (1992) found that perceived enjoyment was significantly related to PEoU. This makes us think about the characteristics that the tablet device has and that may add to the enjoyment factor perceived by the user. In addition, Moon and Kim (2001) reports perceived playfulness as a factor determining the attitude towards Web surfing. They noted that intrinsic motivation should also be introduced to the TAM research. While extrinsic motivation helps achieve valued outcomes that are different from the task (Lee et al, 2003) leading to that outcome, such as recognition, promotion, pay, etc., intrinsic motivation refers to that feeling driving you to perform a certain task just for doing it.

In fact, different and mixed results were reported in the literature regarding the impact of the device characteristics on their perceived fun and their motivation to learn. According to Fu, Su, and Yu (2009), some considered digital learning will change the student from a passive receiver into an active initiator of knowledge and that

gamification helps students increase their knowledge through technology to the extent that it becomes part of their learning process. Whereas, others disagree as they believe that the good quality educating games are no more available (Fu et al., 2009). According to Papastergiou (2009), students provided with online gaming educational tools can be more motivated and more effective in gaining and retaining knowledge. (Papastergiou, 2009).

Moreover, the immediate feedback that the student gets will build students‟ motivation, and at the same time, it will enable teachers to customize the curriculum in a

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way so as to aid students‟ understanding. At the same time, this will help teachers develop a better understanding about the difficulties faced by students during the learning process (Herreid & Schiller, 2013). It is important to mention here that educational technology with a gaming factor should have clear set goals. The goals component is important in any fun activity (Weinberg, 2010). Games without clear goals are less enjoyable than games with goals (Wooley, 2008). Moreover, games with levels can increase the challenge level within the students. These levels indicate progress and can provide students with both motivation and feedback regarding how far they are proceeding with the task. In addition, users should feel empowered and that they are in control of the task they are completing. This enhances their motivation and keeps them engaged (Brandtzaeg, Folstad & Heim, 2004, 63). Finally, John Carroll states, “Things are fun when they attract, capture, and hold our attention by provoking new or unusual perceptions” (Carroll, 2004, 38-40) This provides further understanding as to the importance of active activities that can be fun and that can result in high levels of engagement and interaction space. Based on all what‟s mentioned above, the following hypotheses could be put:

H4: Tablet use associated with more perceived fun and engagement is positively related to students’ satisfaction in class.

H5: The tablet’s device characteristics are positively related to students’ satisfaction in class.

2.8.6 Student Performance

The literature shows that previous researchers have operationalized student performance in different ways, including grades, satisfaction, and completion of stages (Puzziferro, 2008). The author stated that studying any of the three measures exclusively can give unreliable results. Lee et al (2003) argued that while user satisfaction regarding the use of technology-based systems is an important measure to consider, yet TAM studies confine themselves to technology acceptance and use, neglecting satisfaction as an important success variable. In this research, we argue that students who use tablets in classrooms and get involved in experiencing tablet-related features are most likely to

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show high performance levels illustrated in well better scores. Based on this, we hypothesize the following:

H6: Tablet use in classroom is positively related to English skills development.

Based on the above hypotheses and the literature review, hypothesized relationships could be depicted as follows.

Figure 2 Study Hypothesized Relationships

 Resistance to Change  Self-Efficacy  School Support Perceived Device Usefulness Teacher  Device Characteristics

 Fun & Engagement Student Satisfaction

Student

Tablet Use in Class _{English Skills (Scores)}

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Chapter Three: Research Methodology

This chapter highlights the methodology that guides this research and frames it. The research method and design, participant selection, research instruments, data collection and data analysis procedures are presented.

It is worth mentioning here that many are the types and kinds of tablets made by different companies. Tablets include iPads, Samsung Tabs, Lenovo Tabs etc. So, as we move on with the research, we will use the term “Tablets” to refer to all types of mobile devices.

As reported in the literature, using the tablets technology at schools had proved its usefulness in various ways. Yet, several challenges have been faced when integrating this technology in the classroom. Few schools of Lebanon have lately considered these devices as part of their curriculum, but no official experimental documentation was shared. Thus, this study aims at developing a model of how a school of Lebanon can initiate this experience based on a quasi-experiment and on a survey distributed to teachers.

3.1 School Background

Al-Bayader School, operating since 1980, is a private and an independent educational institute that serves students from Kindergarten to Grade 12. The school is located in Beirut, Lebanon. Another branch of the school was opened in Mount Lebanon in 2000. Mainly students of Al-Bayader School are from the middle socio-economic status. The school follows the Lebanese curriculum. Moreover, Al-Bayader strives to keep up to date with the latest technologies that will enhance its learning process. That is why, since 2010, most of the classes got equipped with SMART technologies

Chapter Three

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(computers, LCDs and smart boards). In addition, the school has a dedicated IT staff of three persons. In order to follow the trend with technological developments and to enrich and improve the standard and methodology of teaching, Al-Bayader has decided to be a part of this research.

3.2 The Quasi-Experiment

To discover the influence of using tablets on students, this study adopted the quasi-experimental design (also called the pre-post- intervention design). This type of experiment is usually used to assess the benefits of a specific intervention where the participants chosen for the experiment were not decided randomly (Eliopoulos et al., 2004).

The experiment took place in a school which didn‟t experience using the tablet device before. It assessed the device‟s effectiveness and its impact on students‟

performance in English, using the English skills, namely reading, spelling, grammar, speaking and listening. To achieve this objective, two groups were used: the treatment group, a third grade class, where the tablet was used to teach an English unit in reading, spelling, grammar, speaking and listening, and the control group, which comprised another third grade class, where the same English unit was taught, using the same traditional method of teaching. Care was taken to ensure that the two groups are similar in all aspects, except for the treatment intervention. First, both classes had the same gender and age distribution. Second, the time of both classes was very close. Third, the two classes were taught by the same teacher. Fourth, scores of both classes during the first semester were very close. Table 3 summarizes the main characteristics of both classes and demonstrates their similarity.

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Characteristic Treatment Group Control Group

Age Average 8 8

Gender Distribution 8 Males 15 Females

7 Males 16 Females

Class Time 5 Morning Sessions

5 Afternoon Sessions

5 Morning Sessions 5 Afternoon Sessions

Class instructor Miss Razan Miss Razan

Performance Equally Distributed

Table 3 Characteristics of Grade 3 Classes: Treatment & Control Groups

3.3 The Experiment’s Participants

23 students of grade 3 (8-9 years old) and 1 English teacher (25 years old) were the major participants of the experiment at Al-Bayader School – Beirut.

3.4 Experiment Phases and Data Collection Methods

The experiment consisted of 7 phases and it used mixed methods. It included quantitative and qualitative techniques as to ensure a maximum insight on how the devices will be integrated. Below are the experiment phases accompanied with the data collection method used:

- In the first phase, a meeting with the school principal took place explaining the drivers behind trying this technology and the challenges expected

- In the second phase, a proposal was submitted to the school. This included the experiment‟s suggested work plan and timeline, taking into account the needs and considerations of the principal. The final proposal was approved. At the end of this phase, the participants were chosen: Grade 3 section composed of 23 students and their English language teacher.

- In the third phase, a primary questionnaire (found in appendix A) was distributed to the participants‟ parents announcing the coming project and asking them about their willingness to participate in the experiment. The questionnaire asked them about

a case in point of tablets use in a school in Lebanon

LEBANESE AMERICAN UNIVERSITY

The Potential of Technology in Education: A Case in Point

of Tablets Use in a School in Lebanon

Farah Zain

A thesis

Submitted in partial fulfillment of the requirements

for the degree of Master of Business Administration

School of Business

May 2016

This project would not have been possible without the support of many

people.

Many thanks to my advisor, Dr. Manal Yunis, who read my numerous

revisions and contributed various improvements to the final draft. Also

thanks to my committee members, Dr. Iman Osta, and Dr. Wissam

Al-Hussaini, who offered guidance and support.

A special thanks to my close friend Razan Shanouha who endured this long

process with me, and always offering support and help.

And finally, I am grateful for the continuous support and love of my parents

and numerous friends.

Dedication Page

I dedicate this paper to my family who always taught me the importance of

education, who stood by me all the time and supported me no matter what

and most of all, because they believed in me. Thank you for always being

there.

I dedicate this paper to my school who raised me up since I was 3 years old,

who taught me a lot and finally believed in me and gave me the chance to

apply my research within.

Finally, I dedicate this paper to the supporting NGO. Without them, this

dream would not have come true.

Acknowledgment

This project would not have been possible without the support of many

people.

Many thanks to my advisor, Dr. Manal Yunis, who read my numerous

revisions and contributed various improvements to the final draft. Also

thanks to my committee members, Dr. Iman Osta, and Dr. Wissam

Al-Hussaini, who offered guidance and support.

A special thanks to my close friend Razan Shanouha who endured this long

process with me, and always offering support and help.

And finally, I am grateful for the continuous support and love of my parents

and numerous friends.

The Potential of Technology in Education: A Case in Point

of Tablets Use in a School in Lebanon

Abstract

Table of Contents

List of Tables

List of Figures

Chapter One : Introduction

Chapter One

Chapter Two: Literature Review

Chapter Two

Chapter Three: Research Methodology

Chapter Three